11

Creating Inclusive Environments

for Children with Autism
Dagmara Woronko and Isabel Killoran
York University
Canada

1. Introduction
Although the prevalence rate of Autism Spectrum Disorders (ASD) varies, recent figures
suggest that close to 1% of children (Autism Society Canada, 2009; CDC, 2006) are identified
with ASD. With inclusive philosophies paving the way for education in mainstream
classrooms, attention must be given to equitable opportunities and practices for this
growing population in our school systems (Killoran & Adams, 2006; Sapon-Shevin, 2003;
United Nations, 2006). The research on inclusion and children with ASD is fairly limited;
however, it has shown that in some regions at least, these students are excluded from school
at a significantly higher rate than students with other [special education needs]
(Humphrey & Lewis, 2008, p. 132). Children with ASD are considered more difficult to
include effectively than those with other SEN (Humphrey & Lewis, 2008, p. 133). While
there is much diversity with respect to strengths, abilities, functional levels and challenges
among children with ASD, a core set of universal concerns exist. Some of these include
sensory responsiveness, communication, and socialization. This chapter will focus on
creating a sensory responsive environment, developing effective verbal and/or non-verbal
communication, and fostering genuine relationships.
Using the three main principles of Universal Design for Learning (UDL) as an overarching
assumption, this chapter will explore how educators can provide effective opportunities
for multiple means of representation, expression, and engagement to address common
areas of need (CAST, 2011; Hehir, 2009). By following these principles, an educator is able
to create a community that welcomes all while addressing students specific needs. Many
educators have been overwhelmed with the past practice of individualization in isolation,
a task that left many students alone and disconnected from their peers. The current
practices of differentiation and universal design for learning enable educators to plan for
their students in such a way that all are integral, contributing, valued members of the
learning community.
This chapter provides a synthesis of current research on evidence-based classroom
interventions and accommodations for learners with ASD in inclusive settings, at all age
levels, with respect to sensory environments, assisted communication, and facilitation of
social relationships. Emphasis is placed on accommodations that meet UDL requirements. A
comprehensive search of the Education Resources Information Center (ERIC) database was
conducted using keywords for, and related to, autism, universal design for learning and

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214 Autism Spectrum Disorders From Genes to Environment

sensory, communication, and social skills interventions. Empirical research was reviewed,
as well as qualitative studies and narratives. Manual searches of the reference lists were
conducted to identify additional sources.

2. Creating a sensory responsive environment

Children with ASD often display atypical sensory processing. Sensory processing refers to
the relationship between neurological thresholds and self-regulatory strategies for adaptive
behaviour (Hocchauser & Engel-Yeger, 2010). From a clinical perspective, sensory under-
responsiveness and/or over-responsiveness can lead to behaviours, which either generate or
avoid sensory stimulation in an effort to help the child with ASD cope with environmental
stimuli (Iarocci & McDonald, 2006). In order for inclusive education practices to be effective
for children with ASD, a deeper awareness of sensory processing needs must be acquired by
educators, and classroom environmental accommodations implemented.
Sensory integration dysfunction, or sensory perceptual issue, is defined as a disruption
in the process of organizing sensational information gathered from the seven senses:
smell, taste, touch, sight, sound, vestibular (movement), and proprioceptive (muscle and
joint receptors) senses (Ayres, 1979; Bogdashina, 2003; Howe, Brittain, & McCathren, 2004;
Myles, Cook, Miller, Rinner, & Robbins, 2000; Yack, Aquilla, & Sutton, 2002). Sensory
integration difficulties have been reported in 42 to 88% of children with ASD (Baranek,
2002, p. 398). These difficulties can influence a childs gross and fine motor development,
balance, coordination, visual perception and self-help skills, thus having a potential
impact on the ability to engage in social activities and develop feelings of success and
mastery in the classroom (Baranek, Boyd, Poe, David & Watson, 2007; Howe, et al., 2004).
The Ziggurat model, an intervention program for learners with ASD, stipulates that a
students sensory needs must be met before effective and engaged learning can take place
(Murray, Hudson Baker, Murray-Slutsky, & Paris, 2009; Myles, Grossman, Aspy, Henry &
Bixler Coffin, 2007).
No two children are alike, and this is especially true for children with ASD. Because there is
much variation with respect to sensory responsiveness, educators need to acquaint
themselves with their students specific sensory needs before the school year commences,
thus giving them time to make any necessary accommodations to the classroom
environment (Killoran, 2005). Often children with ASD will require a sensory diet delivered
during the school day (Baranak 2002; Yack, et al., 2002). Below is a synthesis of evidence-
based environmental accommodations for a variety of sensory integration responses and
behaviours. Each student with ASD will present with his or her own unique set of
responses, behaviours and needs.
Hochhauser and Engel-Yeger (2010) have found an association between smell over-
responsiveness and a reduced amount of participation in certain classroom activities in
children with ASD. Common classroom activities such as crafts, colouring, drawing and
snack/lunch periods can be particularly distressing for children with odour over-
responsiveness (Hochhauser & Engel-Yeger, 2010). Making classrooms scent-free
environments and purchasing odourless craft supplies can help not only those with ASD,
but also any children with odour sensitivities in the classroom (Case-Smith & Arbesman,
2008). Encouraging children to bring in snacks and lunches that are not response-inducing

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will eliminate the need for removal of students with ASD from the classroom during these
particularly socially engaging periods in the school day.
Children with ASD who have an over-responsive tactile sense may exhibit negative
emotional reactions to specific consistencies of solids and fluids, and/or to intentional or
accidental touch. Tactile over-responders will engage in sensory avoiding behaviours, aimed
at people, situations, tasks and activities that are anxiety inducing (Killoran, 2004; Myles et
al., 2000; Murray, et al, 2009). These learners may need preferential seating within the
classroom to give them distance from others who may contribute to touch that may be
distressing (Murray, et al., 2009). When lining up for recess or other activities, educators
should assign these students to the back or front of the line, thereby minimizing
opportunities for unwelcome touch (Howe, et al., 2004; Killoran, 2004). The UDL guidelines
call for multiple tools for expression, communication, composition and construction in the
inclusive classroom (CAST, 2011). For learners with tactile over-responsiveness, educators
should consider the use of tools rather than hands for craft and other messy classroom
activities (Howe, et al., 2004). These tools can be used by all students in the inclusive
classroom, not only those with ASD.
Children with ASD who are tactile under-responders must have their needs accommodated
within the inclusive classroom environment as well. These children require consistent tactile
stimulation throughout their school day. They respond well to the use of weighted or
vibrating pencils and the use of sandpaper placed under written work (Myles et al, 2000;
Murray, et al, 2009; Yack et al, 2002). Providing an under-responsive tactile learner with a
fidget toy to hold can reduce potentially disruptive sensory seeking behaviour, such as
touching peers at inappropriate times (Friedlander, 2008; Howe, et al, 2004). Placing a rice-
filled or inflated cushion on their chair can provide needed tactile stimulation as well
(Friedlander, 2008). These classroom accommodations respond to the UDLs requirement for
the provision of tools for self-regulation and optimize access to tools and assistive
technologies for students with ASD in inclusive classroom settings (CAST, 2011).
Learners with ASD who are sight and sound over-responders may be distracted by
classroom stimuli such as fluorescent lights that buzz or flash, an overabundance of colours
in the classroom, noise from fans or air conditioners, the clinking of dishes in the cafeteria
down the hall, or a line tapping against a metal flagpole outside (Friedlander, 2008; Howlin,
2005). Environmental accommodations in the classroom are needed to calm their nervous
systems by eliminating extraneous noise and visual distraction (Case-Smith & Arbesman,
2008; Murray, et al., 2009).
Hochhauser and Engel-Yeger (2010) found that children with ASD who have high visual
and auditory sensitivity work best one-to-one rather than in groups, as the opportunity for
visual and auditory distraction is minimized. The UDL guidelines highlight the need for
educators to provide options for self-regulation that facilitate personal coping skills and
strategies (CAST, 2011). One such strategy is the use of Auditory Integration Training (AIT).
AIT is based on the concept that electronically filtered music provided through earphones
may be helpful in remediating auditory hypersensitivities (Baranek, 2002; Case-Smith &
Arbesman, 2008; Dawson & Watling, 2000). Auditory Integration Therapy was developed in
1993 by Berard and Tomasis. It involves listening to electronically modified music which has
had the peak frequencies to which an individual with ASD is hypersensitive, dampened
(Baranek, 2002; Dawson & Watling, 2000). Children typically listen to 2 half-hour daily

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sessions for a total of 10 hours (Dawson & Watling, 2002). Recorded music is individualized
according to specific needs, and can be kept in the classroom for use when sensory over-
responsive behaviours are peaking.
Additional sound dampening accommodations such as tennis balls on chair legs, floor
carpeting and vent covers may be helpful in decreasing background noises in the
classroom as well (Myles et al., 2000; Murray et al., 2009; Yack et al., 2002). Visual
schedules can help over-responders to focus their attention to the task at hand (Case-
Smith & Arbesman, 2008; Humphrey, 2008). These environmental accommodations can be
useful in minimizing sound and visual distractions for all learners in the inclusive
classroom, not just those with ASD.
The vestibular system is located in the inner ear. Accurate processing of vestibular
information allows individuals to successfully regulate posture, balance, and eye movement
(Howe et al., 2004; Yack et al., 2002). Children with ASD who are over-responders to
vestibular input are fearful, cautious or avoidant of movement; those who are under-
responders seek excessive vestibular input (Howe, et al, 2004; Myles et al., 2000; Yack et al.,
2002). Hocchauser and Engel-Yeger (2010) found that children who are over-responsive to
vestibular input tend to be clumsy, have motor difficulties, low muscle tone and low levels
of energy. Consequently, they may be reluctant or unable to participate in physical
education classes (Hocchauser & Engel-Yeger, 2010). Howe, et al.,(2004) caution against
forcing these children into participating in physical activities. Instead, they suggest offering
the student opportunities for self-directed movement. Additionally, it is important to
provide over-responsive vestibular learners with secure seating in the classroom, given their
difficulties with balance. In place of traditional seating, educators should consider providing
these students with alternative forms of seating such as bean bag chairs that mould to the
students body (Howe, et al., 2004).
Children with ASD who are under-responsive to vestibular input require regular
opportunities for physical exercise and stimulation (Baranek, 2002; Yack et al., 2002). Daily
routines and classroom accommodations may include sensory-motor breaks or movement
breaks to improve attention spans, social skills and work performance (Howlin, 2005;
Murray, et al., 2009). These can be built in to the daily physical activity that all children
should be getting. The use of therapy balls in the classroom on which students can bounce
to stimulate the vestibular system is another strategy that other children in the inclusive
classroom may benefit from (Howlin, 2005; Wong Bonggat & Hall, 2010).
Finally, attention must be paid to the proprioceptive system of children with ASD. The
proprioceptive system is located in the muscles and joints, and notifies the brain with
respect to body position (Howe, et al.,2004; Killoran, 2004; Yack et al., 2002). The brain uses
this information to move in a coordinated manner and to plan movements for a new task
(Howe, et al., 2004). Children with proprioceptive difficulties can appear clumsy when
completing tasks; they may bump into their surroundings in an effort to collect needed
input for the body with respect to position (Howe, et al., 2004; Yack et al., 2002). Murray, et
al., (2009) point out the need for strong sensory input that provides meaningful sensory
feedback. Songs with gestures, high-energy rhythmic activities, jumping on a trampoline,
stretching activities, or other activities to wake up the sensory systems should be integrated
into the learners day (Murray, et al., 2009). These activities will not only benefit the students
with ASD in the classroom, but all children learning in the inclusive classroom.

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Creating Inclusive Environments for Children with Autism 217

All of the accommodations discussed above satisfy CASTs (2011) guidelines for UDL. The
accommodations mentioned above support inclusive learning environments, as they do not
necessitate the removal of children with ASD from general education classrooms. These
accommodations can benefit many learners in the classroom, as they are designed for
universal use and multifaceted situations. They provide the sensory responsive
environment necessary for children with ASD to learn in an engaging and inclusive
classroom. Coupled with effective communication programs, strategies and
accommodations, the foundation for fostering genuine relationships is laid.

3. Developing effective communication

Children with ASD can live relatively secluded lives with little social interaction outside of
school hours (Hochhauser & Engel-Yeger, 2010). Social isolation stems in part from
qualitative impairments in reciprocal social interaction and communication, and a tendency
for restricted, repetitive, and stereotyped patterns of behavior, interest, or activity (Walker &
Berthelsen, 2008). Communication challenges are most pronounced in children with ASD
who are non-verbal; however echolalia, expressive language delay, receptive language
difficulties and literal interpretations of idioms and colloquial language contribute to
communication difficulties even among high-functioning, verbal children with ASD. The
ability to communicate effectively, be it through the medium of spoken language, sign
language, PECS, or computer assisted communication, is the foundation upon which
meaningful social relationships are built. This section will examine the communicative
challenges of children with ASD, and the role of the classroom teacher in creating an
inclusive classroom environment in which various forms of communication are valued and
explored. Effective communication programs, strategies and accommodations will be
discussed, with an emphasis on their contribution to opportunity for social and academic
success in the general education classroom.
The ability to communicate effectively contributes to meaningful, reciprocal and
satisfying social relationships. Children with ASD who are nonverbal require effective
communication programs, strategies and accommodations within the inclusive classroom
in order to have an equitable opportunity for social engagement with peers and educators
(Freeman, Perry, & Bebko, 2002). Through the use of gestures, vocalizations and/or
augmentative and adaptive communication systems, children with ASD are able to
interact meaningfully and reciprocally with their peers and their classroom environment
(Mastrangelo & Killoran, 2007). A universally designed classroom is one in which
multiple modes of communication and expression are explored, encouraged and given
value (CAST, 2011).
Children with ASD who are nonverbal can use a number of strategies and assistive
technologies in order to communicate more effectively with the world around them. One
such assistive strategy is the use of the Picture Exchange Communication System (PECS).
PECS teaches spontaneous communicative skills within a social context through the use of
pictures or symbols (Howlin, 2004; Magiati & Howlin, 2003). In a universally designed
inclusive classroom, these pictures or symbols can be used throughout the room as an
assistive technology for use with all learners, not only specifically those with ASD. Teaching
all children in the classroom how to communicate using the PECS binders of peers with

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ASD can help to facilitate reciprocal communication (Simpson, 2005). Educators who have
incorporated the use of PECS in their inclusive classrooms report positive outcomes not only
for children with ASD, but for the entire classroom population. They cite increased
independence and confidence, improvement in the use of words for learners with ASD,
reduced tantrums and frustrations over the inability to communicate, and improved
teaching practices (Case-Smith & Arbesman, 2008; Magiati & Howlin, 2003). Mirenda (2003)
notes increased reciprocal communication exchanges and social interactions with peers as
additional benefits to symbolically augmented communication.
Training in Sign Language (SL) can result in quicker and more complete learning of
vocabulary among children with ASD than does speech training (Goldstein, 2002; Mirenda,
2003; Yoder & Layton, 1988). The presentation of speech training programs is particularly
ineffective among those children with ASD who have poor verbal imitation skills (Yoder &
Layton, 1988). Incorporating SL gestures into the inclusive classroom setting serves to
benefit all learners (Bonvillian, Nelson & Rhyne, 1981; Tincani, 2004). Teaching typically
developing children SL has become commonplace in mainstream society, as a means to pair
spoken language with gestures. Typically developing school-aged children often learn
second languages through the pairing of speech and SL gestures (Iverson & Goldin-
Meadow, 2005; McCafferty, 2002). This use of SL can thus be expanded within the inclusive
classroom setting to teach both learners with ASD and those without how to reciprocally
communicate with one another. This satisfies CASTs (2011) UDL guidelines for provision of
multiple options for perception and comprehension, use of multiple types of media for
communication, and fostering a sense of collaboration and community.
The use of speech generating devices (SGD) with children with ASD is an emerging field.
SGDs are an assistive technology that can help children with ASD who are non-verbal or
language emergent, communicate with peers and educators in the classroom. Despite the
small number of studies conducted with respect to SGDs success as an accommodation in
the inclusive classroom, researchers are finding that the use of SGDs with some children
with ASD can lead to verbal imitation of SGD output and a desire to use more
communicative tools/devices in general (Blischak, Lombardino & Dyson, 2003; Franco et at.,
2009; Thunberg, Ahlsen, & Dahlgren Sandberg, 2007). Implementation of SGD use in the
inclusive classroom provides children with ASD an option with respect to expression and
communication, and optimizes access to assistive tools and technologies, all of which are
part of the UDL guidelines (CAST, 2011).
Assisted communication for non-verbal children with ASD is a necessary component of the
inclusive classroom. Inclusive classrooms promote social interactions between children with
ASD and their typically developing peers, leading to improved educational outcomes and
greater learning and social competencies (Mastrangelo & Killoran, 2007). Opportunities for
increased and successful social interactions are strongly correlated with the achievement of
communicative competence (Prizant, Wetherby, Rubin, & Laurant, 2003). Research
indicates that limited communication skills are strongly associated with peer rejection for
children with ASD in inclusive classroom settings (Fujiki & Brinton, 1996; Humphrey, 2008;
Walker & Berthelsen, 2008). A universally designed classroom is one which provides
options for language, optimizes access to assistive technologies and fosters collaboration
and community (CAST 2011). A universally designed classroom is the setting necessary for
the creation of meaningful and genuine friendships for children with ASD.

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Creating Inclusive Environments for Children with Autism 219

4. Fostering genuine relationships

Children with ASD often face challenges socializing in general education classroom settings
and have trouble interacting with others (Embregts & van Nieuwenhuijzen, 2009; Fujiki &
Brinton, 1996; Humphrey, 2008). Inclusive school settings should set the development of
social competence as one of their primary goals (Walker & Berthelsen, 2008). The World
Health Organization defines participation in meaningful social activities and relationships
as a vital part of human development and life experience, through which children acquire
skills and competencies, and find purpose and meaning in life (Hochhauser & Engel-Yeger,
2010). Research indicates that increasingly, children with developmental disabilities are
being socially isolated, bullied and excluded in general education classroom settings
(Humphrey, 2008; Wang & Parrila, 2008).
Children with ASD require individual and appropriate support to engage in positive play
experiences and social interactions with their peers (Mastrangelo & Killoran, 2007; Walker &
Berthelsen, 2008). The degree to which they are supported in acquiring peer-related social
skills is a consequence of their classroom teacher, who has a significant role in creating a
learning community within which all children are valued (Mastrangelo & Killoran, 2007;
Walker & Berthelsen, 2008). UDL guidelines specifically outline the need for creating
classroom environments which foster community and collaboration (CAST, 2011). These
inclusive classroom settings make the development of genuine friendships a possibility for
children with ASD.
Too often, peer helpers are mistaken as friends for children with ASD in inclusive
classroom settings. Group seating plans and group work activities often perpetuate the idea
that typically developing peers who help students with disabilities, or merely sit next to
them, are akin to friends. Peer-mediated strategies have long been used by educators to
increase the rate of social interaction by reinforcing and prompting a typically developing
peer to initiate interactions or shape the social responding of a student with disabilities
(Haring & Breen, 1992; DiSalvo & Oswald, 2002; McConnell, 2002). However, genuine
friendships are those that translate into the after-school settings of home and community
activities; peer-mediated strategies do not always see this translation materialize. As such,
children with ASD remain socially isolated despite having a network of peer support in the
classroom setting. A strategy that is effective at building up more intimate relationships at
all age levels is Circle of Friends, or Circle of Support (Falvey, Forest, Pearpoint, &
Rosenberg, 2000; Forest, Pearpoint, & OBrien, 2000).
One opportunity often available to educators who have children with disabilities in their
classes is the chance to work with an educational assistant (teacher aide, paraprofessional,
support worker). Research has shown, however, that this resource is often misused and
the results on socialization, particularly, are detrimental to the students (Giangreco,
Edelman, Luiselli, & MacFarland, 1997; Malmgren, & Causton-Theoharis, 2006). With very
little in-service, an educational assistant is able to make a significant difference to peer
interactions and socialization (Causton-Theoharis & Malmgren, 2005). Among the
strategies/accommodations that an educational assistant can provide for a student with
ASD in the classroom are:
- Increasing physical proximity to peers
- Fading assistance to allow for more natural peer interaction opportunities

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- Partnering student with ASD with peers during academic tasks

- Verbally highlighting similarities between student with ASD and peers
- Creating communication cards focused on social exchanges
- Teaching peers how to communicate with target student using sign language gestures
- Utilizing interactive technology
- Giving student with ASD classroom responsibilities that encourage interaction with
peers (Causton-Theoharis, J., & Malmgren, 2005, p. 436)
Social skills training programs are another possible response to the need for individualized
training in reciprocal play and conversational skills for children with ASD. While social
skills training programs have been shown to have a positive effect on problem-solving skills
in children with ASD (Embregts & van Nieuwenhuijzen, 2009; McConnell, 2002; Wolfberg &
Schuler, 1993), these programs can lack social validity in terms of generalization of skills
outside of the training sessions (Haring & Breen 1992; Ozonoff & Miller, 1995). Haring and
Breen (1992) found that social skills training packages, while useful in terms of determining
existing levels of social competence, may not translate into friendship relationships outside
of the training context. Thus, attention should be turned toward the acquisition and
development of social skills within the inclusive classroom environment, rather than in
clinical training settings.
Research indicates that children with ASD who have at least one reciprocal, genuine
friendship are more involved in their classroom social networks and more accepted by
peers overall (Rotheram-Fuller, Kasari, Chamberlain & Locke, 2010). In the younger and
middle elementary school years, inclusion alone appears to be sufficient in integrating
some children with ASD into the social structure of classrooms; however, changing
cognitive and physical skills, coupled with emerging and evolving competitive games,
leave children with ASD needing assistance in facilitating true social involvement in the
older grades (Howlin, 2005; McConnell, 2002; Rotheram-Fuller, Kasari, Chamberlain &
Locke, 2010).
Children with ASD often lack the conversational skills necessary to develop effective
reciprocal social speech. A possible response to this problem is through the use of pre-
determined scripts. Pre-determined scripts teach children with ASD role-specific dialogue in
socio-dramatic play situations (Causton-Theoharis, J., & Malmgren, 2005; Charlop-Christy &
Kelso, 2003; Thiemann & Goldstein, 2001). Activities can be incorporated into the inclusive
classroom in which the whole student population participates in dramatic role-playing
activities. Educators model role-appropriate behaviour and speech, and provide
opportunities for verbal and social exchanges between children with ASD and those without
(Charlop-Christy & Kelso, 2003; Thiemann & Goldstein, 2001). Research indicates that
following pre-determined script teaching sessions, role-appropriate speech and play in play
settings increases among children with ASD (Charlop-Christy & Kelso, 2003; Ganz, Kaylor,
Bourgeois, & Hadden, 2008; Thiemann & Goldstein, 2001). Pre-determined script teaching
provides children with ASD with options for fostering collaboration and building fluencies,
with graduated support for practice and performance, guidelines recommended by the UDL
(CAST, 2011).
Other evidence-based teaching strategies/accommodations that may be useful in the
creation of genuine friendships for children with ASD, especially younger children,
include:

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Creating Inclusive Environments for Children with Autism 221

- Pre-linguistic Milieu Teaching (PMT) (McCathren & Watson, 2001)

- Using AAC systems with peers (Garfinkle & Schwartz, 2001)
- Peer interaction play centres (PALS) (Chandler, 1998)
- Can-do Thinking (Hull, Venn, Lee, & Buren, 2000).
(adapted from Mastrangelo & Killoran, 2007, pp. 81-82).
Ultimately, educators are the ones responsible for creating universally designed classrooms
that circumvent barriers, provide opportunities for positive and reciprocal social
interactions, and foster the development of specific skills (Mastrangelo & Killoran, 2007;
Walker & Berthelsen, 2008). Children with ASD have the right to learn in equitable, sensory
responsive classrooms that value multiple means of communication and expression. When
these vital conditions are met, children with ASD will have the foundation necessary to
create meaningful, lasting and genuine friendships. Through using the suggestions
discussed within this chapter, educators have the opportunity to create a mutually beneficial
learning community, one in which all students are included and valued. It is our
responsibility to do so and it is our students right to expect it of us.

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 Autism Spectrum Disorders - From Genes to Environment
Edited by Prof. Tim Williams

ISBN 978-953-307-558-7
Hard cover, 400 pages
Publisher InTech
Published online 06, September, 2011
Published in print edition September, 2011

Autism spectrum disorders are a major topic for research. The causes are now thought to be largely genetic
although the genes involved are only slowly being traced. The effects of ASD are often devastating and
families and schools have to adapt to provide the best for people with ASD to attain their potential. This book
describes some of the interventions and modifications that can benefit people with ASD.

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Autism Spectrum Disorders - From Genes to Environment, Prof. Tim Williams (Ed.), ISBN: 978-953-307-558-7,
InTech, Available from: http://www.intechopen.com/books/autism-spectrum-disorders-from-genes-to-
environment/creating-inclusive-environments-for-children-with-autism

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